study on training effectiveness of training methods and...

Study on Training Effectiveness of training Methods and

Techniques of Employees Working in Corporate Sector

Professor W.K. Sarwade1 and Ms. Divya Sharma2

1Professor and Director, Department of Management Science, Dean, Faculty of Commerce & Management

Dr. Babasaheb Ambedkar Marathwada University, Aurangabad

[email protected]

2 Research Scholar & Assistant Professor, MBA Department, Maharashtra Institute of Technology, Aurangabad

[email protected]

Abstract: In this research paper the researcher have tried to articulate the training evaluation and its

effectiveness towards the training methods and techniques of employees of corporate sector in Marathwada

region. Training evaluation techniques is collection of data from the employees and evaluation techniques can be

categorized in numerous means. This research paper tried to explore the use of training evaluation methods in

industries specifically in manufacturing industry.

Keywords: Training methods, Training techniques, Training evaluation

I. INTRODUCTION

“Training needs can be identified by deducting the existing skills from the job requirements”. Training is a

performance development process to foster learning new techniques and methods to perform job with fullest

efficiency and effectiveness. Successful training and development program assist the strategic requirement of the

organization and also satisfies the individual needs of the people working in it. Effective training programs also

help the employees to concentrate on their individual career development, which ultimately assists to achieve

organizational short and long run objectives.

According to Lina Vyas (2004)1, evaluation is the most important means to determine the effectiveness of

training, however, other factors — including transfer of learning, ability of the trainer to deliver and trainees to

absorb, ability of the institute and the trainers to recognize the needs and properly address them, and adequate

matching of training package to trainees requirements — also have an influence on the effectiveness of training.

According to Huque A.S and Vyas L (2008)2, training effectiveness may be assessed by considering the results or

evaluation, performance of the trainees and their ability to transfer techniques to their jobs. Training

effectiveness can also be a function of trainee characteristics, training design and contextual factors (Scaduto

Anne, Lindsay Douglas & Chiabur S. Dan, 2008)3. Many organizations are reconsidering their investments in

human resource practices such as training as they begin to recognize that the knowledge, skills, and

competencies of their employees give them an advantage that is difficult for competitors to imitate.

Training effectiveness refers to the process that occurs before, during, and after training to improve the

likelihood that it will have an impact4. The types of outcomes used to evaluate training programs have since been

expanded to include cognitive, affective, and motivational outcomes.

IAETSD JOURNAL FOR ADVANCED RESEARCH IN APPLIED SCIENCES

VOLUME 5, ISSUE 8, AUGUST/2018

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Affective and motivational outcomes include post- training self-efficacy, customer service attitudes, tolerance for

diversity, team commitment and willingness to participate in future training programs. Cognitive outcomes

include technical vitality and contextual knowledge. The real value of training may come not from individual

learning but rather from having employees interact and share ideas that improve manufacturing, service, and

interdepartmental processes.

Training effectiveness refers to the benefits that the company and the trainees receive from training. Benefits

for training may include learning new skills or behaviour. Benefits for the company may include increased sales

and more satisfied customers. A training evaluation measures specific outcomes or criteria to determine the

benefits of the program.

Training outcomes or criteria refer to measures that the trainer and the company use to evaluate training

programs.

Training evaluation refers to the process of collecting the outcomes needed to determine whether training is

effective

Training Evaluation

Evaluation of training effectiveness is the most critical phase in not only assessing thequality of training

imparted but also to see what future changes in training plan should bemade to make it more effective. The

process has both predictive and regulative value.

Training evaluation would also provide vital insights into the existing systems andprocedures prevailing in the

organization. There are not much of consensus amongcorporate managers on how to determine the value of

training. The onus of the TrainingDepartment is to document its efforts and clearly show that it provides a

valuable service to the entire organization.

It is an investment in employee’s productivity and retention by providing for career progression and employees

job satisfaction over the long time. Therefore, the organisation needs to know whether their investment is being

spent effectively or not. For this continuous evaluation, training and development is necessary. Evaluation of

training and development means assessment of the impact of training on trainee’s performance and behavior.

Purpose of Evaluation

Training assessment is completed for an extensive variety of purposes, which can be ordered by and large fewer

than four fundamental headings:

• To enhance the nature of the training preparation as far as the delivery, e.g. mentor, strategies, length of

preparing, the preparation destinations, content, level

• To survey the viability of the general course, coach, training techniques

• To legitimize the course demonstrate that the advantages exceed the expenses

• To legitimize the part of training for spending purposes, in reduction circumstances

Reasons for evaluating Training

Training evaluation4 provides a way to understand the investments that the training produces and provides

information needed to improve training5.



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If the company receives an inadequate return on its investment in training, the company will likely reduce its

investment in training or look for training providers outside the company who can provide training experiences

that improve performance, productivity, customer satisfaction, or whatever other outcomes the company is

interested in achieving.

Training evaluation provides the data needed to demonstrate that training does offer benefits to the company.

There can be three specific reasons to evaluate training:

1. To justify the existence and budget of the training department by showing how it contributes to the

organization’s objectives and goals.

2. To decide whether to continue or discontinue the training program.

3. To gain information on how to improve future training programs.

Training program should be evaluated to determine whether they should be continued or else if cost

compensates the benefits, the program should be discontinued or modified.

The most common reason for evaluation is to determine the effectiveness of a program and ways in which it can

be improved. Usually, the decision to continue it has already been made. The question then is, how can it be

improved? We can consider following eight factors:

1. To what extent does the subject content meet the needs of those attending?

2. Is the leader, the one best qualified to teach?

3. Does the leader use the most effective methods for maintaining interest and teaching the desired attitudes,

knowledge, and skills?

4. Are the facilities satisfactory?

5. Is the schedule appropriate for the participants?

6. Are the aids effective in improving communication and maintaining interest?

7. Was the coordination of the program satisfactory?

8. What else can be done to improve the program?

A careful analysis of the answers to these questions can identify ways and means of improving future offerings

of the program. In most of the organizations, both large and small, there is little pressure from top management

to prove that the benefits of training compensate the cost. Many managers at high levels are too busy worrying

about profits, return on investments, stock prices etc. they pay little or no attention to training unless they hear

bad things about it.



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TRAINING AND DEVELOPMENT – A CONCEPTUAL MODEL



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II. OBJECTIVE OF THE STUDY

1. To study different methods and techniques for evaluation of the employee training.

2. To study effectiveness of methods and techniques for evaluation of the employee training.

Population

Population of this study includes the employees of the selected companies in the large scale industries i.e.

manufacturing sector in Marathwada region only.

Sample Size

Total no. of employees selected is 500. Sample is being selected through Convenience sampling.

Hypotheses Testing

H1: Questionnaire, Interview and Observation method are more effective than Self-dairies and Self- recording

incident for measuring the training effectiveness.

H2:Evaluation is not based on single method but on a variety of method.

III LITERATURE REVIEW

Plameta, Myers, Gyarmati and Voyer (2011)7 , assessment does not capacity that whether or not education

application works in an enterprise but additionally which education application is exceptionally suitable to the

specific wants and which personnel should be nominated for it under prevailing unique circumstances. The

extent to which the interplay between design and delivery and worker abilities and wishes the more effectiveness

it has. In the absence of education evaluation, one cannot reach to the consequence degree that whether or not

goal has been accomplished or no longer or used to be training program and whether profitable or not? Without

assessment it is not viable to justify the investment in training program. It is the cyclical method and

effectiveness is a part of efficiency. Evaluation is quality way to locate out the effectiveness. It is a non-stop

process, it finds out the purpose.

William J.Rothwell(2010)8The summation of book is an action manual for reinventing the training department

by placing a new emphasis on the myriad ways by which human performance may be enhanced in organizational

setting. The book unlocks the extraordinary potential of Human Performance Enhancement (HPE) which

focuses on how to build a convincing business case for change and assess the competencies the employees need

in their expanded role. It will gather information on the current level of performance in an organization

therefore it will be able to clarify present and future performance gaps and identify the underlying causes of a

performance gap the most important and difficult step in HPE with a focus on both fixing problems and seizing

previously undetected performance enhancement opportunities.

Patricia Pulliam Philips (2017)9The author has enlightened about the evaluation of training program to provide

learning professional a tool to which they can refer as they move forward with measurement and evaluation.

Each step in the training evaluation process is addressed by experts from corporate, non–profit government

entities, and academic institutions, as well as those experts who work with a broad range of organizations.

Measurement and evaluation of training has a place among the critical issues in the learning and development

field.



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It is a concept that is here to stay and a competency all learning professionals should pursue and embrace.

Measurement and evaluation represent the most promising way to account for learn

position learning as a catalyst for organization success.

Jack J. Phillips(2004)10, The author embrace about the importance of training evaluation were in many

organization the hottest issue in the HRD field are evaluation, result

(ROI) analysis. Training and development departments are struggling to meet demands from management for

profit contributions and from participants who want a program that produce results. This trend toward

accountability is one of the most significant developments in the HRD field. Few of the evaluation models may

appear that way, but evaluation can be simple and inexpensive.

IV. Data Analysis and Interpretation

The relevant statistics has been composed and re

data, certain techniqueslike Descriptive

Training evaluation methods and techniques

Statistical Test: Cochran Test

Hypothesis

Organisation give more importance to

techniques used for evaluation of the employee training.

The following methods and techniques used for evaluation of the employee training were offered to the

employees and were asked to tell which methods and techniques are mostly preferred for training evaluation in

the organization.

Table 1: Frequency table of Training evaluation methods and techniques

Sr.

No

Training Methods /

Techniques

1 Questionnaire

2 Interview

3 Observations

4 Feedback

5 Survey

6 Test

Each variable is measured using a dichotomou

H0: Organization gives equal importance to all Training evaluation methods and techniques.

H1: Training evaluation methods and techniques differ in importance given by organization.

Level of significance = 0.05


Measurement and evaluation represent the most promising way to account for learn

position learning as a catalyst for organization success.

, The author embrace about the importance of training evaluation were in many

organization the hottest issue in the HRD field are evaluation, result- based training, and Return on Investment



ility is one of the most significant developments in the HRD field. Few of the evaluation models may

appear that way, but evaluation can be simple and inexpensive.

Data Analysis and Interpretation

The relevant statistics has been composed and represented in the form of tables, and bar charts. To examine the

techniqueslike Descriptive and Cochran statistical tool has been used.

Training evaluation methods and techniques

ore importance to Observation, Feedback and Questionnaire or

techniques used for evaluation of the employee training.


re asked to tell which methods and techniques are mostly preferred for training evaluation in

: Frequency table of Training evaluation methods and techniques

Training Methods / Sr.

No

Training Methods / Technique

7 Focus Group Discussion

8 Performance Records

9 Self-dairies

10 Self-recording of specific incidents

11 Case studies

Each variable is measured using a dichotomous scale .




Measurement and evaluation represent the most promising way to account for learning investment and to

, The author embrace about the importance of training evaluation were in many

based training, and Return on Investment



ility is one of the most significant developments in the HRD field. Few of the evaluation models may

presented in the form of tables, and bar charts. To examine the

Questionnaire or other methods and


re asked to tell which methods and techniques are mostly preferred for training evaluation in

: Frequency table of Training evaluation methods and techniques

Training Methods / Techniques

Focus Group Discussion

recording of specific incidents





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Sr.

No

Training Methods

/ Techniques

Frequency Sr.

No

Training Methods /

Techniques

Frequenc

y

1 Questionnaire 340 7 Focus Group Discussion 192

2 Interview 265 8 Performance Records 302

3 Observations 352 9 Self-dairies 35

4 Feedback 364 10 Self-recording of specific

incidents

13

5 Survey 248 11 Case studies 157

6 Test 237

Observation: Q(11) = 671.958a

P < 0.05

Since Cochran Skewness test is significant the (p <0.05)

Hence the Null Hypotheses is rejected and is concluded Training evaluation methods and techniques differ in

importance given by organization as pursued by the employees.

To find out where the difference lack, we referred to frequency distribution table and it can see that Feedback

has a major frequency count of 364, followed by Observation = 352 and Questionnaire = 340.

Hence the hypotheses Organisation give more importance to Observation, Feedback and Questionnaire or

other methods and techniques used for evaluation of the employee training survey proved positive.

Method /techniques used in training evaluation

There is a correlation between the Training evaluation and Training effectiveness. Training effectiveness is

measured by applying the proper training evaluation methods for the concerned training program. There are

various methods of training evaluation where assessment of the employee performance is measured and it is

done with the collection of the data, which mostly comprises of their feedback of the training program. Now to

understand the effectiveness of the training evaluation methods detailed aspects have been asked to employees

about the effective factors of the training evaluation methods.



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Table 2 : Effectiveness of Training Evaluation methods and its Techniques

S

r.

N

o

No. of

techniq

ues

used in

organiz

ation

Simple

and brief

Ease of

Administra

tion

Effective

time

Economi

cal

Effective

rating

scale

F P F P F P F P F P

1 Questio

nnaire

317 63.

4

301 60.2 146 29.

2

256 51.2 249 49.8

2 Intervie

w

131 26.

2

170 34.0 94 18.

8

19 3.8 24 4.8

3 Observa

tions

185 37.

0

109 21.8 71 14.

2

15 3.0 32 6.4

4 Feedbac

k

201 40.

2

87 17.4 83 16.

6

15 3.0 53 10.6

5 Survey 139 27.

8

80 16.0 40 8.0 22 4.4 17 3.4

6 Test 31 6.2 39 7.8 161 32.

2

27 5.4 47 9.4

7 Focus

Group

Discussi

on

45 9 34 56 56 11.

2

56 11.2 56 11.2

8 Perform

ance

Records

256 51.

2

369 73.8 123 24.

6

127 25.4 340 68

9 Self-

dairies

00 00 00 00 00 00 23 4.6 00 00

1

0

Self-

recordin

g of

specific

incidents

00 00 00 00 00 00 10 2 00 00

1

1

Case

studies

00 00 00 00 110 22 35 7 00 00

From the above summary statistics it is observed that the effective factors for the training evaluation

techniques.

a. Questionnaire: Questionnaire is Simple and brief.

b. Interview:Interview is easy to administration.

c. Observation:Observation is Simple and brief and ease of administration.

d. Feedback:Simple and brief.

e. Test: Effective time.

f. Focus Group Discussion: Focus group does not have any effective factors.



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g. Performance Records: Easy to administration and Effective rating scale

h. Self- recording of specific incidents, Case studies is the techniques which are not used in the organization.

Awareness of the training evaluation model

Table 3: Frequency Table of awareness of training evaluation model

Awareness

of Training

evaluation

model

Frequen

cy

Percent Valid

Percent

Cumulative

Percent

Val

id

No 446 89.2 89.2 89.2

Yes 54 10.8 10.8 100.0

Total 500 100.0 100.0

N= 500

From the above frequency table it is observed that 89.2 percent of the employees are not aware about the

training evaluation model and only 10.8 percent of employees knows about the training evaluation model.

Table 4: Frequency Table of Training Evaluation Model

Sr.

No

Training

Model

Frequenc

y

Percenta

ge

Sr.

No

Training

Model

Frequen

cy

Percentag

e

1 Kirkpatrick 42 8.4 6 Barmley

evaluation

00 00

2 CIRO-

Warr’s

framework

00 00 7 David Reay’s

Approach

00 00

3 AC

Hamblin

00 00 8 Virmani and

Permila’s

Model

00 00

4 Jack Philip

ROI

12 2.4 9 Any other 00 00

5 CIPP 00 00 10

Training evaluation model is an evaluation technique where organization have to apply proper evaluation

method to know the effectiveness of the training program and with a substantial data it is observed that very

employees i.e.8.4percent says that they are aware of Kirkpatrick model followed by 2.4percent Jack Philips ROI

framework as a training evaluation model.

Overall opinion of the training program

Training is a life blood process of an organization growth, the researcher had tried to find out the relevance and

objective of an training program which was conducted in an organization and respondents were asked to give

the overall opinion of the training program.



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Table 5: Frequency Table of opinion of the training program

Sr.

No

Dimensions Frequency Percentage

1 Increased productivity after training

program

29 5.8

2 Frequency in the training program 27 5.4

4 Effective methods and techniques used

in the organisation

14 2.8

5 Support from the top management 122 24.4

6 Give importance to the training program 35 7.0

7 Taking regular feedback about the

training program

30 6.0

8 Regularity in conducting the training

program

34 6.8

9 Importance to the trainer 2 0.4

From the above summary statistics it is seen that majority of the populace i.e.24.4 percent feels that they get a

proper support from the top management and it is ascertained that apart from this many of the populace not

support the other notion of the given statement.

Hypotheses Testing

H1: Questionnaire, Interview and Observation method are more effective than Self-dairies and Self- recording

incident for measuring the training effectiveness.

Determination: To study the impact of Training evaluation method on Training effectiveness.

Statistical Test: Independent Sample T-test variable and Measurement

Independent variable – Training methods

The following training methods were offered to employees and were asked to choose the training method

adopted by the organization for evaluation.

Each method was measured using dichotomous scale (1= Yes, 2= No) Hence each independent variable is a

categorically variable and well suited for an experimental design

Table 6: Table of Training Evaluation Methods

Sr.

No

Training Methods /

Techniques

1 Questionnaire

2 Interview

3 Observations

4 Feedback

5 Survey

6 Test

7 Focus Group Discussion

8 Performance Records

9 Self-dairies

10 Self-recording of specific

incidents

11 Case studies



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Dependent Variable: Effectiveness of Training Program

Effectiveness of Training program measured using following 9 items

Table 7: Table for Effectiveness of Training program

Each item is measured using dichotomous scale. A summated scale was created using a sum of responses to all

the items. Hence the dependent variable effec

The original dichotomous scale is converted to an interval scale (0= Not at all effective, 1= Somewhat Effective,

2= Effective, 3= Highly effective)

H0: 1 = 2 (Mean difference is Zero)

H1: 1 2 (Mean difference is not Zero

Level of Significance = 0.05

: Effectiveness of Training Program

Effectiveness of Training program measured using following 9 items

: Table for Effectiveness of Training program


the items. Hence the dependent variable effectiveness is now an aggregate variable


2 (Mean difference is Zero)

not Zero )

: Table for Effectiveness of Training program





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Table 8: Table for Training Evaluation Method s (Hypotheses Testing)

Training Evaluation

Method Group N Mean

Standard Deviation

T Signi

ficance Results

Questionnaire

YES 340 .5088 .64942

10.552 P= .000

Mean

difference is

Zero NO 160 .5313 .83117

Interview

YES 265 .5283 .70721

5.641 P=.000

Mean

difference is

Zero NO 235 .5021 .71835

Observation

YES 352 .6136 .73855

4.835 P=.000

Mean

difference is

Zero NO 148 .2838 .58368

Feedback

YES 364 .6209 .74538

5.548 P=.000

Mean

difference is

Zero NO 136 .2353 .51976

Survey

YES 248 .5524 .71796

4.172 P=.000

Mean

difference is

Zero NO 252 .4802 .70542

Test

YES 237 .6709 .70208

4.716 P=.000

Mean

difference is

Zero NO 263 .3764 .69275

Focus Group

Discussion

YES 192 .9010 .77635

-.328 P=0.743

Mean

difference is

not Zero NO 308 .2760 .54606

Performance

Records

YES 302 .6556 .74304

5.578 P=.000

Mean

difference is

Zero NO 198 .3030 .60379

Self Dairies

YES 35 .7670 .78652

1.135 P= .257

Mean

difference is

not Zero NO 465 .3401 .59574

Self –

recording of

specific

incidents

YES 13 .7183 .73040

.410 P=.682

Mean

difference is

not Zero NO 487 .3659 .66001

Case Studies

YES 157 .8662 .73463

7.886 P=.000

Mean

difference is

Zero NO 343 .3557 .64119

CONCLUSION

From the above table it is observed that Focus Group discussion, Self- dairies and Self Recording of specific

incidents Mean difference is not Zero. Hence it is concluded that Focus Group discussion, Self – dairies, and

Self Recording of specific incidents are not effective method for training evaluation.



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Whereas Questionnaire ,Observation, Interview

Mean difference is Zero, Further it is intresting to know that

it is concluded that Questionniare, Interview, Observation, Feedback, Test, Focus Group discussion,

Performance records, and Case studies are perceived to be effective method for training evaluation.

it is concluded that there is an impact of training evalutaion method on training effectiveness .

Hypotheses II

H2 :-Evaluation is not based on single method but on a variety of method.

Feedback, Observation, and Questionnaire are the most pref

service organization in Marathwada region.

Statstical Test: Cochran Skew Test

Variable and Measurement

Employees of Manufacturing organization in Marathwada region were asked to comment on the training

evaluation methods used in their organization. They were offered the following common training evaluation

methods and were asked to choose as many applicable . The nature of Questionnaire was Multiple response

question and data were analyzed for difference i

H0: Training evaluation method do not differ in frequencies. (All the training evaluation method are equally

preferred)

H1: Training evaluation method significantly differ in frequencies. ( Training evaluation method

preference.)

Level of Significance = 0.05

N

Cochran's Q

Df

Asymp. Sig.

Interpretation

Since Chi Square test is significant ( P< 0.05) the null hypotheses is rejected . Hence it is

Training evaluation method significantly differs in frequency (preference)

To find out where the difference lie the frequency table is referred.

Table 9: Frequency Table of Training Evaluation Methods ( Hypotheses Testing)

Training Evaluat

Questionnaire

Interview

Observations

Feedback

Survey

Test

Focus Group Discussion

Performance Records

Self- dairies

Self -recording of specific incide

Case studies

Interview ,Feedback, Test, Performance records,

Mean difference is Zero, Further it is intresting to know that the Yes mean is higher than the No mean . Hence


Performance records, and Case studies are perceived to be effective method for training evaluation.


Evaluation is not based on single method but on a variety of method.

Feedback, Observation, and Questionnaire are the most preferred of training evaluation by manufacturing and

service organization in Marathwada region.


aluation methods used in their organization. They were offered the following common training evaluation


question and data were analyzed for difference in frequency using Cochran Skew Test.


H1: Training evaluation method significantly differ in frequencies. ( Training evaluation method

Test Statistics

Test Statistics

500

Cochran's Q 671.958a

Df 11

Asymp. Sig. .000

Since Chi Square test is significant ( P< 0.05) the null hypotheses is rejected . Hence it is

Training evaluation method significantly differs in frequency (preference)

To find out where the difference lie the frequency table is referred.

: Frequency Table of Training Evaluation Methods ( Hypotheses Testing)

Training Evaluation method Value

Yes No

340 160

265 235

352 148

364 136

248 252

237 263

Focus Group Discussion 192 308

Performance Records 302 198

35 465

recording of specific incidents 13 487

157 343

,Feedback, Test, Performance records, Survey and Case studies

the Yes mean is higher than the No mean . Hence


Performance records, and Case studies are perceived to be effective method for training evaluation. Therefore


erred of training evaluation by manufacturing and


aluation methods used in their organization. They were offered the following common training evaluation


n frequency using Cochran Skew Test.


H1: Training evaluation method significantly differ in frequencies. ( Training evaluation method differ in

Since Chi Square test is significant ( P< 0.05) the null hypotheses is rejected . Hence it is concluded that

: Frequency Table of Training Evaluation Methods ( Hypotheses Testing)



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Conclusion

From the above frequency table it is seen that Feedback has a frequency count of 364, Observation is 352,

Questionnaire is 340 , Performance records is 302, Interview is 265, Survey is 248, Test is 237, Focus group

discussion is 192, and Case studies is 157 .

Hence it can be concluded that the top three most preferred training evaluation method by organization in

Marathwada region are a) Feedback b) Observation and c) Questionnaire. It is also interested to note that Self-

dairies , Self –recording of specific incidents and Case studies are least preferred methods.

V CONCLUSION

So far results are concerned, an efficient evaluation is essential for discovering the commitment of training to

hierarchical objectives and furthermore to build the viability of future projects. Evaluation is anyway

troublesome in light of the fact that no sensational change is obvious in short run.

We can say that, the advancement of training information, aptitudes and skills can be resolved through the

questionnaire techniques. On the off chance that regulated quickly previously or after the projects it will

demonstrate the degree to which individuals have profited. An item by item analysis of the two rundown results

will likewise recognize the quality and shortcoming of the course layout. Since training is being a focused thing,

there are lots of efforts, time and money is been invested in it by the organizations, which leads to effective

evaluation of the post training methods and their effectiveness.

REFERENCES

1. Lina Vyas (2004), Delivering Better Government: Assessing the Effectiveness of Public Service Training in India, Public

Personnel Management, 33(3), pp 291-306.

2. Huse, E.F. Organization development and change, (1975), St. Paul, MN: West. Quoted in Noe A. Raymond (1996). Trainees‘

Attributes and Attitudes: Neglected Influences on Training Effectiveness, Academy of Management Review, 11(4), pp 736-749.

3. Scaduto Anne, Lindsay Douglas & Chiabur S. Dan (2008), Leader influences on training effectiveness: motivation and outcome

expectation process, International Journal of Training and Development 12(3), pp 158-170.

4. “Designing Instructional Systems”, in the ASTD Handbook, 1996.

5. Irwin L. Goldstein, J.Kevin Ford (2011) “Training in Organization” 4th Edition, Cengage Learning, New Delhi.

6. Michael Armstrong (1998). “Industrial Society”.

7. Plameta B, Myers K, Gyamati D, Voyer JP (2011) Understanding Training Program effectiveness: A Comprehensive framework

learning and Active employment Programs project: Social Research Demonstration Corporation 1-23.

8. William J.Rothwell (2010), Beyond Training and Development,( 3rd edition) Jaico Publishing House , Mumbai

9. Patricia Pulliam Philips (2017) “ASTD Handbook of Measuring and Evaluating Training”, (1st edition), Viva Books , New

Delhi.

10. Jack J. Phillips(2004), “Handbook of Training Evaluation and Measurement Methods” , (3rd edition), Jaico Publishers, New

Delhi.



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